From Happiness Curriculum to Skill Development: A Critical Evaluation of Delhi's NEEEV Programme

Suraj Gupta; Manisha Sharma; Priyanka Shukla

doi:10.36948/ijfmr.2025.v07i03.47674

From Happiness Curriculum to Skill Development: A Critical Evaluation of Delhi's NEEEV Programme

Author(s)	Mr. Suraj Gupta, Manisha Sharma, Priyanka Shukla
Country	India
Abstract	The NEEEV (New Era of Entrepreneurial Ecosystem & Vision) programme, introduced by the Delhi government in 2025, represents a transformative initiative aimed at equipping students in government schools (classes 8–12) with digital literacy, entrepreneurial skills, and experiential learning. Aligned with India’s National Education Policy (NEP) 2020, the programme replaces the Happiness Curriculum and Business Blasters, shifting focus toward skill-based education while retaining elements of emotional well-being. This study evaluates NEEEV’s effectiveness, challenges, and socio-economic implications through qualitative analysis of policy documents, media reports, and comparative global frameworks. Findings indicate that while NEEEV’s emphasis on digital access, multilingualism, and real-world projects holds promise, its implementation faces significant hurdles, including high costs (₹20,000 per student group), uneven resource distribution, and insufficient teacher training. The replacement of the Happiness Curriculum raises concerns about the marginalisation of emotional well-being, as fragmented well-being components may not suffice to support holistic development. Furthermore, scalability remains a challenge, particularly for under-resourced schools, risking deepened inequities. Despite these barriers, NEEEV’s alignment with global entrepreneurial education trends, such as Junior Achievement (USA) and the EU’s Entrepreneurship 2020 Action Plan, underscores its potential to foster innovation and reduce youth unemployment (23% in 2024, ILO). The study concludes with recommendations to integrate emotional well-being systematically, secure sustainable funding, and standardise teacher training to ensure equitable outcomes. By addressing these gaps, NEEEV could serve as a model for India’s educational reform, bridging classroom learning with 21st-century workforce demands.
Keywords	NEEEV, digital literacy, entrepreneurship, NEP 2020, experiential learning, educational equity
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-11
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.47674
Short DOI	https://doi.org/g9pz5b

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From Happiness Curriculum to Skill Development: A Critical Evaluation of Delhi's NEEEV Programme

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