The list of vocational education policy reforms that have been attempted over the last 60 years is quite extensive. Without raising standards, efforts have been made to go forward with market-oriented reforms to the vocational education system, This study mainly focuses on the present parallel (vocational) education system with the help of the indicative data. This article also proposes certain policy interventions in the parallel educational system. Vocational education consists basically of practical courses through which one gains skills and experience directly linked to a career in future. It helps students to be skilled and in turn, offers better employment opportunities. These trainings are parallel to the other conventional courses of study (like B. Sc., M. Sc. etc.). Time management and meeting deadlines play an important role in success in a vocational course and during their studies students normally produce a portfolio of evidence (plans, reports, drawings, videos, placements), which is taken as a demonstration of students’ capabilities for a job. After finishing the courses, students are often offered placements in jobs. Vocational trainings in a way give students some work related experiences that many employers look for. According to a National Sample Survey Organization (NSSO) report (No. 517, 61/10/03) two types of vocational trainings are available in India: a) Formal and; b) Nonformal. Formal vocational training follows a structured training program and leads to certificates, diplomas or degrees, recognized by State/Central Government, Public Sector and other reputed concerns. Non-formal vocational training helps in acquiring some marketable expertise, which enables a person to carry out her/his ancestral trade or occupation.