Keeping in view the fundamentals of National Education Policy which clearly emphasis on vocation education at primary and middle level, Jammu and Kashmir is also focussing on the significance of training so as to enhance technical skills for a specific job. China is the biggest success story in imparting vocational training at school or basic level which saw its rise as a global leader in economy. The UT administration as a sequel to bring about qualitative enhancement at all levels of education has established the State Council of Education Research and Training (SCERT) by merging existing State Institutes of Education (SIE) and District Institutes of Education and Training (DIET). The move was aimed at mainstream teacher education and curriculum reforms besides providing academic research, extension, and training support in the field of school education throughout the UT. According to official details, Skill Hub Initiative has also been implemented in 40 schools for out-of-school youth under Vocational Education. Vocational Education is being imparted in 714 Secondary and Senior Secondary Schools in 14 different trades across the UT. Besides, with the inauguration of 626 Vocational labs, the total number of this vital facility in J&K has reached 850. The government is extending vocational education to 70000 students from 9th to 12th every year with most of them getting employment in their relevant fields. As a part of NEP, all the students of 6th to 8th have been mapped with vocational institutes to impart the basic skills of vocational education. As part of Nipun Bharat Mission, teaching-learning material in the form of workbooks, worksheets, and flashcards was provided to 522226 students of classes I to V besides giving away resource material to 40318 primary teachers at a cost of Rs. 13.66 crore. Also, Rs. 4.03 crore was provided to DIETs to conduct training on FLN (Foundational Literacy and Numeracy) to make teachers abreast with new techniques of teaching. Besides, 100 days reading campaign was conducted successfully in the UT of Jammu and Kashmir where more than 4 lakh students participated. Having said this, more has to be done to achieve the targets set under NEP. What matters most is the serious implementation of the training programme at the school level. Here the SCERT could adopt an accountability format to have feedback from students about the vocational training. The students should be guided about its urgency and importance for it to hold them for in the future in case they are unable to find jobs in the private or government sector.