In India, historically, local knowledges have emphasized the attainment of skills (practice knowledge), in which honing competencies was a focus. Several of these skills were an expression of creativity and continuous practice. Many were orally transmitted through the generations. During the colonial period, the attempt was to destroy these various forms of education and establish a supremacist western (colonial) knowledge system, thus devaluing what was traditional and local knowledge. In independent India, the state policies in education furthered the colonial agenda while failing to restore what was of value. However, there are instances of resistance and revival to retain and advance local knowledge. In this paper, I will explore the debates surrounding recognition, value, and integration of practice and academic knowledge, emphasizing the cultural respect, epistemological considerations, and ethical practices involved. I will highlight how practice and academic knowledge have by and large traversed parallelly and their interconnectedness is marginalised within the education system. This paper explores the intricate dynamics of knowledge production within the context of the politics and policies of the state. It delves into the nuanced interplay between local (practice) knowledge, deeply rooted in cultural and experiential contexts, and academic knowledge, which is formalized through systematic study and scholarly research. By examining the distinct origins, purposes, and applications of various knowledge forms, the paper highlights the devaluation of skills (or practice knowledge) within the societal knowledge economies. Further, the paper highlights a model of skill integrated higher education that has led to wholistic outcomes for students, whether in terms of employability, employment or entrepreneurship.