| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: The implementation of vocational education (VE) in primary and secondary schools is crucial for acquiring core employability and technical skills, but current approaches face challenges of scalability because of the significant infrastructure requirements, industry specificities, and shortage of instructors. This research introduces a new, scalable curriculum framework to fill the critical gap between lofty curriculum policy and implementation. Qualitative secondary analysis of literature and policy documents from 2019 to 2026 to identify systemic barriers and themes from pedagogical strategies. Results show that scalability is mostly limited by physical resource dependency and high level of contextual rigidity. The proposed framework addresses these challenges by adopting a modular micro-credentialing approach, digital virtual workshops, a core plus flex curriculum design, and a new model of facilitator teachers leading learning to enhance learning outcomes. The novelty of the study is that the term “scalability” is redefined as the standardisation of pedagogical delivery and skill modularisation, not mass-replicating physical trade programs in school-based environments. This can offer policy makers a blueprint that is sustainable and resource efficient rather than focused on a lot of capital spending, but rather on digital infrastructure and flexible industry partnerships. In the end it makes VE delivery equitable, flexible, and affordable to conduct in a variety of socioeconomic environments, and prepares students for the changing needs of the labor market in the current globalized world that is increasingly automated.
Keywords: Vocational education, curriculum integration, scalability, employability skills, qualitative analysis.
Article Info: Received: 06 July 2026, Received in revised form: 27 July 2026, Accepted: 02 Aug 2026, Available online: 07 Aug 2026
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